As new interprofessional education (IPE) curricula appear in health professional schools nationwide, it is important to determine whether and how these curricula actually impact students. Although studies have examined and validated scales to assess students’ attitudes towards IPE, there are less studies on actual curricular impact. The new MDelta Curriculum at the University of Connecticut includes a course, Vertically Integrated Teams Aligned in Learning and Scholarship (VITALS), with a section dedicated to IPE. During IPE sessions, health professional students are introduced to patients/scenarios and required to work in interprofessional teams to address the issues at hand. Faculty facilitators from each profession guide students as needed. Another novel course, Clinical Home, gives students the opportunity to interact with other health professions with patients in a hospital setting. An enrichment program, the Urban Service Track, offers selected students additional interprofessional curricula and experiences. We are administering pre and postsurveys to participating students, which utilize two validated instruments on attitudes towards IPE, to determine what impact each of these curricula has on students.